Theory of Action and Information Literacy: Critical Assessment towards Effective Practice

Abstract

Abstract. Theory of action framework as developed by Argyris and Schön [1] was employed to critically analyse the practice of information literacy in 11 academic libraries in the US. In theory of action, contrasting theories are explicated, namely espoused theories and theories-in-use and congruence between theories is a basis for effective practice. In the study, espoused theories of action were examined by investigating conceptions and beliefs of information literacy as seen in varied policy documents of libraries recognized by the academic library community for exemplary instruction resources. Theories-in-use were identified by analyzing practice via 150 online tutorials developed and utilized by these libraries. Comparative, thematic analysis revealed varying levels of congruence between theories. Espoused theories coalesced around themes of knowledge creation and lifelong learning while theories-in-use emphasized engagement with information sources. The paper distills select methodologies and findings and illustrates the usefulness of theory of action for investigating information literacy practice.

Conceptualising a Dynamic Technology Practice in Education Using Argyris and Schön’s Theory of Action

“…Kerr [10]. Yes Comparative analysis of conceptions and tools of practice of information literacy in 11 academic libraries in the US.…”